Internal Publication
The opportunities and challenges for climate change education at universities in the African context: a comparative case study of Makerere University (Uganda) and University of Dar es Salaam (Tanzania)
This study examined the opportunities and challenges of climate change education at universities within the African context. Specifically, it analysed the current academic, research and community engagement programmes on climate change implemented by the universities of Makerere and Dar es Salaam; the key challenges faced by the implementing units in carrying out these programmes and the success factors and opportunities for climate change education at the case universities. Using a social constructivist approach, the study adopted a qualitative comparative multiple case study design with Makerere University (Uganda) and University of Dar es Salaam (Tanzania) as comparative cases. With the help of Ostrom’s Institutional Analysis and Development (IAD) framework, the study collected data using semi-structured in-depth interviews, Focus Group Discussions (FDGs) and document review. A total of 18 semi-structured in-depth interviews and 5 Focus Group Discussions were undertaken, collecting data from 58 participants in Uganda and Tanzania. The data was analysed using thematic analysis based on the V. Braun and V. Clarke (2006) model with the help of MAXQDA software. The findings revealed that both universities run various training programmes on climate change including short courses, seminars and workshops as well as long courses and specialised academic programmes at undergraduate and postgraduate levels. The findings also showed that the universities carried out research on climate change mainly on adaptation with far less on mitigation. Most of the research projects focused on adaptation aspects in agriculture, pastoral communities, coastal areas and semi-arid areas in Uganda and Tanzania. With respect to community engagement, the findings revealed that these universities organised annual climate change festivals; engaged in local adaptation initiatives in communities; developed decision making tools and adaptation plans for district and village leaders, and identified and trained community climate change champions to support and be the link between the university and communities on CCE programmes. In addition, the study findings revealed various challenges that the implementing units at these case universities face. These included limited access to reference materials and facilities by students on climate change programmes at the universities; inadequate funding support by government and local sources towards climate change education programmes implemented by the case universities, and the challenge of conceptualising climate change among local xiv communities. Other challenges included bureaucratic delays in approving and accrediting new programmes; lack of proper coordination as well as conflict over which academic unit should host the climate change education programmes, and failure to adopt climate friendly management practices on campus despite having climate change education programmes and courses at the universities. These require serious attention from the university management.
The study found various drivers for climate change education work. These included: multi-disciplinary teams and approaches; strong partnerships and collaborations; strong African social and cultural systems like Ubuntu philosophy that motivates those who are involved, and effective involvement of stakeholders in the design and implementation of the climate change education programmes at the case universities. The study findings revealed many opportunities that case universities need to tap to effectively strengthen climate change education work as well as strategies on how to improve their programmes. Based on these findings, the research made various recommendations to the university management that require attention. The study contributed to existing theory by proposing a model linking university education to climate change interventions within the African context; empirical evidence on climate change education and policy, as well as practice for action. It is expected that this work will also ignite a discussion among universities that are yet to begin climate change education programmes within the same context. Finally, the study proposed areas for further research on climate change education in the African context.
Author: Ssekamatte, David | ORCID: https://orcid.org/0000-0001-8983-7795
Institution: Carl von Ossietzky Oldenburg University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Thesis Supervisor(s): Grube, Dietmar
Thesis Supervisor(s): Speck, Karsten | Siebenhüner, Bernd
Type: Theses | Doctoral | English
Subjects: Climate and Environment, Education
Date: July 2018 | Pages: xvi, 282
Copyright: The Author | License: Open Access
